I emphasize four points: Socratic dialectic challenges the interlocutor not only to acquire the correct moral opinions, but to question and think for oneself and to develop one's own moral rationality; it involves anticipatory acts of several types of virtue: courage, moderation, and justice and concern for the common good as opposed to competition and jealousy; what is at stake is not only the topic of the particular exchange, but the opportunity for membership in a rational/educational community; and the fact (...) that Socrates' interlocutors typically reject the opportunity for moral insight and personal growth he makes available to them explains why he cannot be said to possess a techne of moral education, and why he insists that virtue cannot be taught. The process of education through the elenchus is not a matter of correct instruction, but of rational elicitation, which must be responded to by personal choice. Thus Socrates' principles may represent not only beliefs he has tested over many years of dialogue, but also values he has come to through participation in elenctic inquiry, the idealized extension of norms required by and created in the practice of dialectic. Socratic education involves the interlocutor in the confrontation with a self whose irrational attachments of appetite and ego are exposed and must be overcome for the interlocutor to experience catharsis. (shrink)

Southerwood, WT One of the greatest of the great 'Men of '38' has been neglected by mainstream Catholic historians. Unlike the others, Thomas Butler spent his forty-two years of priestly ministry on the island of Tasmania, which is sometimes left off maps of Australia-including the ecclesiastical map. For example, there are only four passing references to him in John O'Brien's famous work.

Sir arthur edington's brilliantly phrased article, “Physics and Philosophy,” which appeared in the January 1933 issue of Philosophy, seems to me to contain a number of things which are calculated to be provocative to the mere philosopher. And I propose in this article to discuss what appears to be one of the most important of these provocative things, namely, Sir Arthur's view of the status of the physical world.

My subject to-day falls within that branch of philosophy which is commonly called the philosophy of science. And it is intended, among other things, to illustrate, by the particular case of science, the suggestion which I made in my first lecture that all subjects, scientific, literary, moral, if you examine their first principles, will lead you back into philosophy.

By the Parmenidean dogma I mean the proposition that “something cannot come put of nothing.” If you like to add the other half of the common statement it is that “something cannot become nothing.” But in this paper I shall be thinking mainly of the first proposition. I call it the Parmenidean dogma because, although it may have been implicit in much human thought before Parmenides, it was he, so far as I know, who first made it explicit in the (...) form of an abstract metaphysical proposition. (shrink)